How to Involve Children in Writing to Boost Creativity and Memory

Digital technologies have helped children to develop writing skills in multiple ways. According to the results of a survey from Pew Research Center, 96% of the surveyed teachers agreed that digital technologies allowed students to share their work with a wider audience. In addition, the majority of teachers (76%) agreed that digital tools promoted greater collaboration among students.

However, there is a problem: the use of technology has minimized the need for handwriting. Teachers require typed assignments, so the students are being encouraged to use the computer when completing projects. They are using their tablets and smartphones to take notes during class, so handwriting is brought to a minimum.

Research Proves It: Handwriting Comes with Great Benefits

Psychological scientists from Princeton and the University of California, Los Angeles, tested and analyzed the students’ learning abilities linked to typing or handwriting notes. During the first stage of the study, the participants of were relying on their usual note-taking strategy during the lectures (all of them were listening to the same lectures). Half an hour after the lectures, the students were tested on the material.

The findings were quite interesting: both laptop users and hand-writers memorized the same number of facts from the lectures. The users of laptops showed an ability to take more detailed notes. However, they were also inclined to transcribe the words they listened to, without involving their reasoning in the process. The students were tested again after one week. This time, the students who took notes by hand showed significantly better results. The results of this study are clear: taking notes with a pen and paper is a superior method to typing when it comes to boosting memory.      

Another study, performed at the University of Indiana, focussed on discovering the effects of handwriting on young children who didn’t know how to read and write. Each child was given an index card with a shape or letter. They were asked to draw it by hand, type it on a computer, or trace it on a dotted line. The results showed that the children who drew the shapes or letters by hand had greater activity in specific areas of the brain that are activated when adults write and read. These brain functions were not active in the children who used the two other methods to replicate the shape or letter.

Why Should Children Write More?

  • The quality of handwriting is related to children’s ability to learn and write.
  • Handwriting gives students enough time to think and focus while writing. The typing process, on the other hand, is more mechanical.
  • The simplicity of the pen-and-paper method keeps the student focused on the task at hand.
  • Through handwriting, students express their personality.

How to Inspire Children to Write Longhand

It’s not too hard to inspire primary-school students to write by hand. The process of writing something on paper is quite attractive to them.

From high school on, however, students start relying on technologies more and more. They bring their tablets and laptops to class, and the teachers have no other choice but to let them use technology for learning. Many students from this age group find handwriting boring and tiring. At that point, we have to find ways to engage them in the process.

Here are some ideas to help you encourage children to write:

  1. Give them reasons to write – a letter, a shopping list, a wish list. If there are a group of children, ask each one to write an anonymous letter. Then, hand out the letters in a random order, and see if they can recognize the the handwriting.
  2. Create a positive writing atmosphere. Play an educational video and compare the notes that everyone took.
  3. Ask them to describe events or landscapes through writing. Then, check their work and give them credit.
  4. Make a project, such as a journal. If they use different colors and pencils, the final result will be not only educational, but creative, too.
  5. Ask them to write poems, stories, essays, and other creative assignments by hand. The main idea is to make them focus through the process of writing.

Emily Waldman, a grammar tutor from Essays On Time explains:

‘Handwriting supports the brain’s creative functions, which are extremely important for creative writing. For a change, ask your students for a handwritten essay instead of a typed one. Turn it into a fun activity that allows them to show how creative they can get when the time is limited. Don’t set any expectations; there won’t be grades for this assignment. You just want them to practice.’

  1. If they have assignments or exams to study for, invite them to create mind maps by hand. Handwriting will encourage them to consider their ideas more deeply. They can use color pencils to make the maps more appealing.
  2. Assign writing projects. Think of a topic and ask someone to write an introductory sentence. Another person then writes the next sentence, making sure to keep a logical flow. Continue until you get an entire paper, and then read it.
  3. Encourage them to take notes during lectures or lessons. Emphasize the important parts and tell them to write them down in their own words. You can teach children the Cornell Note Taking System for that purpose.

Handwriting has an important connection with creativity and memory which is why it’s such an important part of their development. Anything that will encourage them towards handwriting will help to strengthen their creativity and memory, which will in turn nurture them towards success.


About the Author: Sophia Anderson

Sophia AndersonSophia Anderson is an associate educator, tutor and freelance writer. She is passionate about covering topics on learning, writing, careers, self-improvement, motivation and others. She believes in the driving force of positive attitude and constant development. Talk to her on Facebook or LinkedIn.

 

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We don’t need to protect kids from the discomfort of anxiety.

We’ll want to, but as long as they’re safe (including in their bodies with sensory and physiological needs met), we don’t need to - any more than we need to protect them from the discomfort of seatbelts, bike helmets, boundaries, brushing their teeth.

Courage isn’t an absence of anxiety. It’s the anxiety that makes something brave. Courage is about handling the discomfort of anxiety.

When we hold them back from anxiety, we hold them back - from growth, from discovery, and from building their bravery muscles.

The distress and discomfort that come with anxiety won’t hurt them. What hurts them is the same thing that hurts all of us - feeling alone in distress. So this is what we will protect them from - not the anxiety, but feeling alone in it.

To do this, speak to the anxiety AND the courage. 

This will also help them feel safer with their anxiety. It puts a story of brave to it rather than a story of deficiency (‘I feel like this because there’s something wrong with me,’) or a story of disaster (‘I feel like this because something bad is about to happen.’).

Normalise, see them, and let them feel you with them. This might sound something like:

‘This feels big doesn’t it. Of course you feel anxious. You’re doing something big/ brave/ important, and that’s how brave feels. It feels scary, stressful, big. It feels like anxiety. It feels like you feel right now. I know you can handle this. We’ll handle it together.’

It doesn’t matter how well they handle it and it doesn’t matter how big the brave thing is. The edges are where the edges are, and anxiety means they are expanding those edges.

We don’t get strong by lifting toothpicks. We get strong by lifting as much as we can, and then a little bit more for a little bit longer. And we do this again and again, until that feels okay. Then we go a little bit further. Brave builds the same way - one brave step after another.

It doesn’t matter how long it takes and it doesn’t matter how big the steps are. If they’ve handled the discomfort of anxiety for a teeny while today, then they’ve been brave today. And tomorrow we’ll go again again.♥️
Feeling seen, safe, and cared for is a biological need. It’s not a choice and it’s not pandering. It’s a biological need.

Children - all of us - will prioritise relational safety over everything. 

When children feel seen, safe, and a sense of belonging they will spend less resources in fight, flight, or withdrawal, and will be free to divert those resources into learning, making thoughtful choices, engaging in ways that can grow them.

They will also be more likely to spend resources seeking out those people (their trusted adults at school) or places (school) that make them feel good about themselves, rather than avoiding the people of spaces that make them feel rubbish or inadequate.

Behaviour support and learning support is about felt safety support first. 

The schools and educators who know this and practice it are making a profound difference, not just for young people but for all of us. They are actively engaging in crime prevention, mental illness prevention, and nurturing strong, beautiful little people into strong, beautiful big ones.♥️
Emotion is e-motion. Energy in motion.

When emotions happen, we have two options: express or depress. That’s it. They’re the options.

When your young person (or you) is being swamped by big feelings, let the feelings come.

Hold the boundary around behaviour - keep them physically safe and let them feel their relationship with you is safe, but you don’t need to fix their feelings.

They aren’t a sign of breakage. They’re a sign your child is catalysing the energy. Our job over the next many years is to help them do this respectfully.

When emotional energy is shut down, it doesn’t disappear. It gets held in the body and will come out sideways in response to seemingly benign things, or it will drive distraction behaviours (such as addiction, numbness).

Sometimes there’ll be a need for them to control that energy so they can do what they need to do - go to school, take the sports field, do the exam - but the more we can make way for expression either in the moment or later, the safer and softer they’ll feel in their minds and bodies.

Expression is the most important part of moving through any feeling. This might look like talking, moving, crying, writing, yelling.

This is why you might see big feelings after school. It’s often a sign that they’ve been controlling themselves all day - through the feelings that come with learning new things, being quiet and still, trying to get along with everyone, not having the power and influence they need (that we all need). When they get into the car at pickup, finally those feelings they’ve been holding on to have a safe place to show up and move through them and out of them.

It can be so messy! It takes time to learn how to lasso feelings and words into something unmessy.

In the meantime, our job is to hold a tender, strong, safe place for that emotional energy to move out of them.

Hold the boundary around behaviour where you can, add warmth where you can, and when they are calm talk about what happened and how they might do things differently next time. And be patient. Just because someone tells us how to swing a racket, doesn’t mean we’ll win Wimbledon tomorrow. Good things take time, and loads of practice.♥️
Thank you Adelaide! Thank you for your stories, your warmth, for laughing with me, spaghetti bodying with me (when you know, you know), for letting me scribble on your books, and most of all, for letting me be a part of your world today.

So proud to share the stage with Steve Biddulph, @matt.runnalls ,
@michellemitchell.author, and @nathandubsywant. To @sharonwittauthor - thank you for creating this beautiful, brave space for families to come together and grow stronger.

And to the parents, carers, grandparents - you are extraordinary and it’s a privilege to share the space with you. 

Parenting is big work. Tender, gritty, beautiful, hard. It asks everything of us - our strength, our softness, our growth. We’re raising beautiful little people into beautiful big people, and at the same time, we’re growing ourselves. 

Sometimes that growth feels impatient and demanding - like we’re being wrenched forward before we’re ready, before our feet have found the ground. 

But that’s the nature of growth isn’t it. It rarely waits for permission. It asks only that we keep moving.

And that’s okay. 

There’s no rush. You have time. We have time.

In the meantime they will keep growing us, these little humans of ours. Quietly, daily, deeply. They will grow us in the most profound ways if we let them. And we must let them - for their sake, for our own, and for the ancestral threads that tie us to the generations that came before us, and those that will come because of us. We will grow for them and because of them.♥️
Their words might be messy, angry, sad. They might sound bigger than the issue, or as though they aren’t about the issue at all. 

The words are the warning lights on the dashboard. They’re the signal that something is wrong, but they won’t always tell us exactly what that ‘something’ is. Responding only to the words is like noticing the light without noticing the problem.

Our job isn’t to respond to their words, but to respond to the feelings and the need behind the words.

First though, we need to understand what the words are signalling. This won’t always be obvious and it certainly won’t always be easy. 

At first the signal might be blurry, or too bright, or too loud, or not obvious.

Unless we really understand the problem behind signal - the why behind words - we might inadvertently respond to what we think the problem is, not what the problem actually is. 

Words can be hard and messy, and when they are fuelled by big feelings that can jet from us with full force. It is this way for all of us. 

Talking helps catalyse the emotion, and (eventually) bring the problem into a clearer view.

But someone needs to listen to the talking. You won’t always be able to do this - you’re human too - but when you can, it will be one of the most powerful ways to love them through their storms.

If the words are disrespectful, try:

‘I want to hear you but I love you too much to let you think it’s okay to speak like that. Do you want to try it a different way?’ 

Expectations, with support. Leadership, with warmth. Then, let them talk.

Our job isn’t to fix them - they aren’t broken. Our job is to understand them so we can help them feel seen, safe, and supported through the big of it all. When we do this, we give them what they need to find their way through.♥️

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